Development and individual differences in transitive reasoning: A fuzzy trace theory approach
Section snippets
General introduction
A transitive reasoning task requires the inference of an unknown relationship between two objects from the known relationships between each of these objects and a third object. For example, let three sticks, A, B, and C, differ in length, denoted as Y, such that YA > YB > YC; then given YA > YB and YB > YC, the relationship between A and C can be inferred from these two relationships. In this example, the pairs [A, B] and [B, C] are the premise pairs and the relationships between the objects in the
Individual-difference model of fuzzy trace theory applied to transitive reasoning
In our individual-difference model of fuzzy trace theory, children’s performance on memory and transitivity test-pairs from a particular task is explained by the parallel retrieval and usage of verbatim and gist traces (Reyna & Brainerd, 1995a). Individual differences are explained from differences in the simultaneous use of verbatim and gist-trace levels. We assumed a verbatim ability and a gist ability on which children may differ. Tailored to transitive reasoning, verbatim ability refers to
Instrument
An individual computer test for transitive reasoning was constructed (Bouwmeester & Aalbers, 2004). Binary performance scores were registered automatically during test administration. Four test versions each presented the tasks in a different order. Each child was administered one randomly chosen version. The use of four versions was meant to rule out order effects due to task presentation. This was checked statistically by means of an ANOVA.
Sample
The transitive reasoning test was administered to 409
Alternative models for fuzzy trace theory
The individual-difference model of fuzzy trace theory is represented as Model A in Fig. 7. Other models were the following. Fuzzy trace theory assumes continuous verbatim and gist abilities, and discrete verbatim and gist traces each with three ordered levels. Model B is much simpler in that it lacks a latent variable structure. This model resembles an ANOVA on average scores for the three task types, and agrees with how Brainerd and Kingma, 1984, Brainerd and Kingma, 1985 tested their
Main findings
Fuzzy trace theory was used to explain individual differences in transitive reasoning. A model was set up in which verbatim and gist-ability levels governed the formation of verbatim and gist traces, and these traces governed performance on memory and transitivity test-pairs. Age was hypothesized to be related to both abilities. A multilevel latent class model was used to handle the dependencies between ability level and trace retrieval, and between trace retrieval and performance on the test
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2019, Games and Economic BehaviorCitation Excerpt :Centration is often demonstrated in children between the ages of 2 and 7, a developmental stage called preoperational (Crain, 2015). Transitive reasoning is acquired gradually and as a function of the difficulty of the inference to draw (Bouwmeester et al., 2007). The development of choice consistency across domains is explained by changes in attention, centration and logical reasoning.
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2016, Learning and Individual DifferencesCitation Excerpt :As mentioned by Wilhelm (2005), only very few tests have been proposed in the literature to measure deductive reasoning with figural content. In this study, I developed two such measures based on the work by Birney, Halford, and Andrews (2006) and Bouwmeester, Vermunt, and Sijtsma (2007). Participants were supposed to complete a series of three figural elements with a fourth one to be chosen from five distractors.
Reliability of children's testimony in the era of developmental reversals
2012, Developmental ReviewThe latent variable approach as applied to transitive reasoning
2012, Cognitive DevelopmentCitation Excerpt :Their result contradicts Piaget's theory. However, the conclusion that knowledge of the premises is enough for successful transitive inference may be too strong as the present study clarifies (also, see Bouwmeester et al., 2007). It seems plausible, however, that the extensive training procedure Trabasso et al. (1975) used not only strengthened the storage of literal premise information on verbatim traces, but also the formation of gist traces containing the linear ordering.
Introduction to the measurement of psychological attributes
2011, Measurement: Journal of the International Measurement ConfederationCitation Excerpt :I provide three examples. First, I consider the measurement of transitive reasoning [16] for which an instrument is used that consists of a set of problems, such as those shown in Fig. 1 [3,17]. The problem in the upper panel requires the child to deduct from two boxes containing differently colored sticks—the premise information—which of the two sticks on the right, which are partly hidden but identifiable by their color, is the longest.